Pub Date : 2018-09-30DOI: 10.22460/empowerment.v7i2p213-223.884
Neng Dewi Yusrina
ABSTRACTEarly childhood has several aspects of development that need to be improved. Developing children's emotional social influenced by stimuli from the surrounding environment, through teacher school environments can facilitate and provide stimulation to develop children's emotional social optimally. To be able to interact with the surrounding environment, emotional social ability is an initial ability that must be owned by the child. For children to interact with their wider environment. The learningprocess conducted in Kartina Kindergarten Garut Regency to improve the emotional social intelligence of early childhood using the media stimulation of the beam house. This is because the emotional social aspect of children still needs to be improved.This study focuses on the use of home media blocks to improve children's emotional social intelligence. This research was conducted by using qualitative approach of case study method. Data collection techniques used are observation, interview, and documentation. With the subject of the study of students B1 grade 5-6 years of age, teachers and parents.The results obtained from this study show that: (1) the learning process in Katrina Kindergarten Garut Regency has basically been taken through the stages of programmed and systematic planning in the form of RKH (Daily Activity Plan) that produce teaching materials and media used to be an implemented teacher; (2) The use of house block beam stimulation media in children aged 5-6 years in Kartina Kindergarten Tarogong Kidul District Garut Regency quite effective in improving emotional social intelligence;(3) increased emotional social intelligence of children in realizing the development of the child in terms of empathy (sensitivity to the feelings of others); express feelings, restrain anger; independent; can adapt; able to solve personal problems; perseverance; solidarity; courtesy; and respect. Keywords: Media Stimulation Home Beam, Emotional Social Intelligence, Early Childhood
{"title":"USE OF MEDIA STIMULATION OF BEAM HOUSING TO INCREASE CHILDREN'S EMOTIONAL SOCIAL EMOTIONALITY","authors":"Neng Dewi Yusrina","doi":"10.22460/empowerment.v7i2p213-223.884","DOIUrl":"https://doi.org/10.22460/empowerment.v7i2p213-223.884","url":null,"abstract":"ABSTRACTEarly childhood has several aspects of development that need to be improved. Developing children's emotional social influenced by stimuli from the surrounding environment, through teacher school environments can facilitate and provide stimulation to develop children's emotional social optimally. To be able to interact with the surrounding environment, emotional social ability is an initial ability that must be owned by the child. For children to interact with their wider environment. The learningprocess conducted in Kartina Kindergarten Garut Regency to improve the emotional social intelligence of early childhood using the media stimulation of the beam house. This is because the emotional social aspect of children still needs to be improved.This study focuses on the use of home media blocks to improve children's emotional social intelligence. This research was conducted by using qualitative approach of case study method. Data collection techniques used are observation, interview, and documentation. With the subject of the study of students B1 grade 5-6 years of age, teachers and parents.The results obtained from this study show that: (1) the learning process in Katrina Kindergarten Garut Regency has basically been taken through the stages of programmed and systematic planning in the form of RKH (Daily Activity Plan) that produce teaching materials and media used to be an implemented teacher; (2) The use of house block beam stimulation media in children aged 5-6 years in Kartina Kindergarten Tarogong Kidul District Garut Regency quite effective in improving emotional social intelligence;(3) increased emotional social intelligence of children in realizing the development of the child in terms of empathy (sensitivity to the feelings of others); express feelings, restrain anger; independent; can adapt; able to solve personal problems; perseverance; solidarity; courtesy; and respect. Keywords: Media Stimulation Home Beam, Emotional Social Intelligence, Early Childhood","PeriodicalId":32025,"journal":{"name":"Empowerment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45664227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-30DOI: 10.22460/EMPOWERMENT.V7I2P260-265.886
Rita Nurunnisa
ABSTRACTTeacher competence is the teacher's capital in carrying out the main task and its function in educating the students. There are 4 competencies that must be possessed by teachers, namely, pedagogic competence, professional competence, personality competence and social competence. Teachers should have awareness in themselves to continue to learn and develop themselves continuously in an effort to improve services to learners. One of the teacher's efforts in self-development is through education and training. For that, the authors examine the "How education and training Sustainable Development of Keprofesian in improving the pedagogic and professional competence of kindergarten teachers in Bandung?" Where pedagogic competence and professional competence are both mutually integrated and can not be separated. This study aims to describe the process of planning, implementation, assessment and results and the impact of education and training on teacher performance through descriptive and qualitative approaches. The results of this study indicate through education and training program Sustainable Development of Keprofesian in Bandung value Competency Teacher Test average increased significantly and in accordance with the expected minimum achievement criteria. In addition, teachers also feel an increase in knowledge, variations of learning fun to apply to learners and implement sustainable self-development plans.
{"title":"INCREASING PEDAGOGIC COMPETENCY AND PROFESSIONAL COMPETENCY THROUGH EDUCATION AND TRAINING DEVELOPMENT OF SUSTAINABLEPROFESSION OF DEVELOPMENT (Case Study of Kindergarten Teachers in Bandung)","authors":"Rita Nurunnisa","doi":"10.22460/EMPOWERMENT.V7I2P260-265.886","DOIUrl":"https://doi.org/10.22460/EMPOWERMENT.V7I2P260-265.886","url":null,"abstract":"ABSTRACTTeacher competence is the teacher's capital in carrying out the main task and its function in educating the students. There are 4 competencies that must be possessed by teachers, namely, pedagogic competence, professional competence, personality competence and social competence. Teachers should have awareness in themselves to continue to learn and develop themselves continuously in an effort to improve services to learners. One of the teacher's efforts in self-development is through education and training. For that, the authors examine the \"How education and training Sustainable Development of Keprofesian in improving the pedagogic and professional competence of kindergarten teachers in Bandung?\" Where pedagogic competence and professional competence are both mutually integrated and can not be separated. This study aims to describe the process of planning, implementation, assessment and results and the impact of education and training on teacher performance through descriptive and qualitative approaches. The results of this study indicate through education and training program Sustainable Development of Keprofesian in Bandung value Competency Teacher Test average increased significantly and in accordance with the expected minimum achievement criteria. In addition, teachers also feel an increase in knowledge, variations of learning fun to apply to learners and implement sustainable self-development plans.","PeriodicalId":32025,"journal":{"name":"Empowerment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68730190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-30DOI: 10.22460/empowerment.v7i2p239-250.871
Nurlaeni Nurlaeni
Keaksaraan Fungional (KF) program faces challenges for its participants still face issues post-program, specifically economic welfare related issues. Various programs have been organised to supplement KF. Among them, is entrepreneurship training and life skills training. This research attempts to evaluate such program held at Desa Pandansari, Kecamatan Gununghalu, specifically at the community of Karya Lestari Community Learning Center (CLC) using the responsive evaluation model. Generally, the program showed positive results and have been successful in engaging its participants to be more responsive when facing economic challenges in daily life.
{"title":"EVALUATING ENTREPRENEURSHIP TRAINING PROGRAM FOR KEAKSARAAN FUNGSIONAL PROGRAM AT KECAMATAN GUNUNGHALU","authors":"Nurlaeni Nurlaeni","doi":"10.22460/empowerment.v7i2p239-250.871","DOIUrl":"https://doi.org/10.22460/empowerment.v7i2p239-250.871","url":null,"abstract":"Keaksaraan Fungional (KF) program faces challenges for its participants still face issues post-program, specifically economic welfare related issues. Various programs have been organised to supplement KF. Among them, is entrepreneurship training and life skills training. This research attempts to evaluate such program held at Desa Pandansari, Kecamatan Gununghalu, specifically at the community of Karya Lestari Community Learning Center (CLC) using the responsive evaluation model. Generally, the program showed positive results and have been successful in engaging its participants to be more responsive when facing economic challenges in daily life.","PeriodicalId":32025,"journal":{"name":"Empowerment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41256362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-30DOI: 10.22460/empowerment.v7i2p30-38.903
A. Maulida
This article is based on the research that aims to improve the skills of teachers in writing stories using the application of Art Filters and Pictsay Pro on smartphone as a helper for teachers to make stories to PAUD students. The research method is done by using Research and Development approach (R & D), i.e. research that is followed up by producing the product and testing the effectiveness of the product. This research involves teachers in PAUD TERPADU BUNDA TAMI and also the students. The research procedure consists of two stages, the first is introduction and the second is model development. Data were collected by using observation; interview, documentation, questionnaires and expert validation test, and the results were analyzed using qualitative analysis techniques. Research shows that there is an increase in teachers' skills in writing the story, because the existence of these products provide new ideas and to develop a story with regard to the principles in PAUD development, such as holistic, contextual, meaningful, and fun. Student activeness in story learning also increased, this is because children can be the subject of the story so they feel enthusiastic and has a high interest to listening, asking and telling themselves in an event or somewhere according to the theme of the learning process. Keywords: Writing, Writing children's story, Smartphone Applications
本文基于一项研究，旨在通过在智能手机上应用Art Filters和Pictsay Pro，帮助教师为PAUD学生制作故事，提高教师的故事写作技能。研究方法是通过使用研发方法（R&D）来完成的，即通过生产产品和测试产品的有效性来进行研究。这项研究涉及PAUD TERPADU BUNDA TAMI的教师和学生。研究过程分为两个阶段，第一阶段是引言，第二阶段是模型开发。通过观察收集数据；访谈、文献资料、问卷调查和专家验证测试，并采用定性分析技术对结果进行分析。研究表明，教师写故事的技能有所提高，因为这些产品的存在提供了新的想法，并根据PAUD发展的原则来发展故事，如整体性、情境性、有意义和趣味性。学生在故事学习中的积极性也有所提高，这是因为孩子们可以成为故事的主题，因此他们对在一个事件或某个地方根据学习过程的主题倾听、提问和讲述自己充满热情和兴趣。关键词：写作，写儿童故事，智能手机应用
{"title":"SKILLED AT WRITING CHILDREN'S STORIES WITH SMARTPHONE APPLICATION (Case Study in Paud Terpadu Bunda Tami Tasikmalaya)","authors":"A. Maulida","doi":"10.22460/empowerment.v7i2p30-38.903","DOIUrl":"https://doi.org/10.22460/empowerment.v7i2p30-38.903","url":null,"abstract":"This article is based on the research that aims to improve the skills of teachers in writing stories using the application of Art Filters and Pictsay Pro on smartphone as a helper for teachers to make stories to PAUD students. The research method is done by using Research and Development approach (R & D), i.e. research that is followed up by producing the product and testing the effectiveness of the product. This research involves teachers in PAUD TERPADU BUNDA TAMI and also the students. The research procedure consists of two stages, the first is introduction and the second is model development. Data were collected by using observation; interview, documentation, questionnaires and expert validation test, and the results were analyzed using qualitative analysis techniques. Research shows that there is an increase in teachers' skills in writing the story, because the existence of these products provide new ideas and to develop a story with regard to the principles in PAUD development, such as holistic, contextual, meaningful, and fun. Student activeness in story learning also increased, this is because children can be the subject of the story so they feel enthusiastic and has a high interest to listening, asking and telling themselves in an event or somewhere according to the theme of the learning process. Keywords: Writing, Writing children's story, Smartphone Applications","PeriodicalId":32025,"journal":{"name":"Empowerment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47599972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-30DOI: 10.22460/empowerment.v7i2p108-128.933
efie muf tiati
AbstractImplementation of play methods in early childhood has always been a major effort in foster-growinga fine motor skills and creativity. In An-Nisa Bandung kindergarten, the method of playing through Mobis (Motor skills block interlocking system) activities is applied to 20 B-age group students aged 5-6 years to know the success rate of developing motor skills and creativity after 8 times of monitoring in the class. The results of the experimental experiments show a smooth growth rate of fine motor skills average of 70% or included in the category "Growing as the hope" and the average creativityof 85 % which belongs to the category "Growing very good". Evaluation of the effectiveness of Mobis method implementation shows more correction or refinement result about parameters of the number of applications within the specified time period that best suits the psychological situation of the students. The other improvements are statistically mainly about the number of students who should be more and come from various backgrounds of family culture, as well as supporting facilities in class activities and the number of teachers and teacher assistants who monitor.
{"title":"APPLICATION OF PLAYING METHOD MOBIS TO GROW-BUILD A FINE MOTORIC SKILL AND CREATIVITY OF PRESCHOOL AGE (5-6 years) THROUGH MOBILE ACTIVITIES IN ISLAMIC KINDERGARTEN AN-NISA BANDUNG","authors":"efie muf tiati","doi":"10.22460/empowerment.v7i2p108-128.933","DOIUrl":"https://doi.org/10.22460/empowerment.v7i2p108-128.933","url":null,"abstract":"AbstractImplementation of play methods in early childhood has always been a major effort in foster-growinga fine motor skills and creativity. In An-Nisa Bandung kindergarten, the method of playing through Mobis (Motor skills block interlocking system) activities is applied to 20 B-age group students aged 5-6 years to know the success rate of developing motor skills and creativity after 8 times of monitoring in the class. The results of the experimental experiments show a smooth growth rate of fine motor skills average of 70% or included in the category \"Growing as the hope\" and the average creativityof 85 % which belongs to the category \"Growing very good\". Evaluation of the effectiveness of Mobis method implementation shows more correction or refinement result about parameters of the number of applications within the specified time period that best suits the psychological situation of the students. The other improvements are statistically mainly about the number of students who should be more and come from various backgrounds of family culture, as well as supporting facilities in class activities and the number of teachers and teacher assistants who monitor.","PeriodicalId":32025,"journal":{"name":"Empowerment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47523990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-30DOI: 10.22460/empowerment.v7i2p62-72.967
Darwadi Darwadi
AbstractThe problem in this study is the extent to which the quality of the children of the Family Hope Program (KPM) Family Hope Program (PKH) after the parents, especially the mother, received assistance at PKH, known as the Assistance of Family Capacity Building Meeting (P2K2). PKH is a program of the Republic of Indonesia government in breaking the poverty chain in Indonesia. P2K2 assistance itself is the implementation of Out of School Education (PLS) because in practice there is a process of education and training, transfer of non-formal knowledge and skills in the fields of family management, education, health, and economics. When PKH KPM gets knowledge and skills in these fields, it is hoped that there will be an influence on the quality of KPM PKH children with indicators set by the Ministry of Social Affairs of the Republic of Indonesia, namely: (1) Poor nutritional status for children under five (2) Increase food consumption energy and protein for children, (3) Increasing average length of schooling for children, (4) Increasing the average number of children's school participation, and (5) Reducing the number of working hours of children or the absence of working children. This study uses a qualitative method with a descriptive approach. Based on the results of the study, the P2K2 mentoring program run by PPKH Bandung which began in 2017 has been able to improve the quality of children in the form of increasing numbers of children who are absent from school more than 85% and toddlers or pregnant women who do not routinely assess their health at the service health facilities between 478% -687% from before the implementation of P2K2 counterpart program in 2016. Even so, the number of school drop out (DO) children and malnourished children also experienced a significant decline, from 48 children who DO in 2016 to 17 children in the year 2017, while children with malnutrition 0 (none) both in 2016 and 2017. Even so, the process of P2K2 Assistance will run less optimally during 2017 as the average number of implementation is 62%, the presence of KPM follows P2K2 assistance 79%, and the delivered curriculum is only about 61%. Thus the P2K2 mentoring program needs to continue to be developed because the results are good and to further maximize the implementation process.
{"title":"THE ROLE OF ADMINISTRATION MEETING TO INCREASE FAMILY ABILITY TO IMPROVE CHILDREN'S QUALITY","authors":"Darwadi Darwadi","doi":"10.22460/empowerment.v7i2p62-72.967","DOIUrl":"https://doi.org/10.22460/empowerment.v7i2p62-72.967","url":null,"abstract":"AbstractThe problem in this study is the extent to which the quality of the children of the Family Hope Program (KPM) Family Hope Program (PKH) after the parents, especially the mother, received assistance at PKH, known as the Assistance of Family Capacity Building Meeting (P2K2). PKH is a program of the Republic of Indonesia government in breaking the poverty chain in Indonesia. P2K2 assistance itself is the implementation of Out of School Education (PLS) because in practice there is a process of education and training, transfer of non-formal knowledge and skills in the fields of family management, education, health, and economics. When PKH KPM gets knowledge and skills in these fields, it is hoped that there will be an influence on the quality of KPM PKH children with indicators set by the Ministry of Social Affairs of the Republic of Indonesia, namely: (1) Poor nutritional status for children under five (2) Increase food consumption energy and protein for children, (3) Increasing average length of schooling for children, (4) Increasing the average number of children's school participation, and (5) Reducing the number of working hours of children or the absence of working children. This study uses a qualitative method with a descriptive approach. Based on the results of the study, the P2K2 mentoring program run by PPKH Bandung which began in 2017 has been able to improve the quality of children in the form of increasing numbers of children who are absent from school more than 85% and toddlers or pregnant women who do not routinely assess their health at the service health facilities between 478% -687% from before the implementation of P2K2 counterpart program in 2016. Even so, the number of school drop out (DO) children and malnourished children also experienced a significant decline, from 48 children who DO in 2016 to 17 children in the year 2017, while children with malnutrition 0 (none) both in 2016 and 2017. Even so, the process of P2K2 Assistance will run less optimally during 2017 as the average number of implementation is 62%, the presence of KPM follows P2K2 assistance 79%, and the delivered curriculum is only about 61%. Thus the P2K2 mentoring program needs to continue to be developed because the results are good and to further maximize the implementation process.","PeriodicalId":32025,"journal":{"name":"Empowerment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43668930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-30DOI: 10.22460/EMPOWERMENT.V7I2P10-19.813
Anita Z. Rakhman
Abstract For adults, learning is to relate how to direct himself, to ask questions and also search for the answers and one means the gathering of adults, to conduct learning in an effort to increase religious knowledge through the Majelis Taklim. Adult learning uses rules such as group conversations, problem solving and exchanging experiences. The purpose of this study is to describe adult learning in Majelis Taklim and to provide information about the implementation of recitation activities in the Majelis Taklim. This research used descriptive research through qualitative method, where the researcher gives an overview about the activity held in Majelis Taklim that is reading the holy quran activity held at Majelis Taklim Nurul Kujang Cimahi which the participants are soldier's wife unity within the Army. This study used a qualitative approach, because the field phenomenon is comprehensive, complex, and full of meaning. The results of this study showed that adults are more interested in learning everything that is directly related to their lives and adults are more enthusiastic to learn when driven by a strong motivation.Keywords: adult learning, majelis taklim.
{"title":"IMPLEMENTATION OF ADULT LEARNING IN MAJELIS TAKLIM NURUL KUJANG CIMAHI","authors":"Anita Z. Rakhman","doi":"10.22460/EMPOWERMENT.V7I2P10-19.813","DOIUrl":"https://doi.org/10.22460/EMPOWERMENT.V7I2P10-19.813","url":null,"abstract":"Abstract For adults, learning is to relate how to direct himself, to ask questions and also search for the answers and one means the gathering of adults, to conduct learning in an effort to increase religious knowledge through the Majelis Taklim. Adult learning uses rules such as group conversations, problem solving and exchanging experiences. The purpose of this study is to describe adult learning in Majelis Taklim and to provide information about the implementation of recitation activities in the Majelis Taklim. This research used descriptive research through qualitative method, where the researcher gives an overview about the activity held in Majelis Taklim that is reading the holy quran activity held at Majelis Taklim Nurul Kujang Cimahi which the participants are soldier's wife unity within the Army. This study used a qualitative approach, because the field phenomenon is comprehensive, complex, and full of meaning. The results of this study showed that adults are more interested in learning everything that is directly related to their lives and adults are more enthusiastic to learn when driven by a strong motivation.Keywords: adult learning, majelis taklim.","PeriodicalId":32025,"journal":{"name":"Empowerment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44288295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-30DOI: 10.22460/empowerment.v7i2p39-46.907
Bayu Adi Laksono
The aim of this study is to explore how much influence the self-efficacy of English training results in the form of the TOEFL score. This research used the quantitative approach, with multiple linear regression analysis. The sampling technique used a saturated sample in which the researcher uses 23 persons who are carrying out the TOEFL training. Data collection techniques using the questionnaire in the form of google form and then analyzed using SPSS 24. Data collection tool in the form of the validated questionnaire with all item coefficients greater than 0.3 (r = 0.316 — 0.885) and declared reliable with alpha value 0.945. The results of this study indicate that there is a significant influence simultaneously between self-efficacy with ability variables, the ability to organize, the ability to perform a task, the ability to achieve a goal and implement actions to achieve proficiency in training results in the form of TOEFL score. But partially no significant effect. Effect of self-efficacy with these variables has an effect on the training results in the form of TOEFL score of 64.5%.
{"title":"THE EFFECT OF SELF-EFFICACY ON ENGLISH TRAINING RESULTS","authors":"Bayu Adi Laksono","doi":"10.22460/empowerment.v7i2p39-46.907","DOIUrl":"https://doi.org/10.22460/empowerment.v7i2p39-46.907","url":null,"abstract":"The aim of this study is to explore how much influence the self-efficacy of English training results in the form of the TOEFL score. This research used the quantitative approach, with multiple linear regression analysis. The sampling technique used a saturated sample in which the researcher uses 23 persons who are carrying out the TOEFL training. Data collection techniques using the questionnaire in the form of google form and then analyzed using SPSS 24. Data collection tool in the form of the validated questionnaire with all item coefficients greater than 0.3 (r = 0.316 — 0.885) and declared reliable with alpha value 0.945. The results of this study indicate that there is a significant influence simultaneously between self-efficacy with ability variables, the ability to organize, the ability to perform a task, the ability to achieve a goal and implement actions to achieve proficiency in training results in the form of TOEFL score. But partially no significant effect. Effect of self-efficacy with these variables has an effect on the training results in the form of TOEFL score of 64.5%.","PeriodicalId":32025,"journal":{"name":"Empowerment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45855502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-30DOI: 10.22460/empowerment.v7i2p129-131.850
Elly Chandra Dewi
Abstract This research based on the big pictures of how much children shown the autonomy during school time as well during class time. The population of the children in this school are 30 students. The data collects through questionnaire taken by the teacher through daily basis activities from each student and most of the students are in the middle level of autonomy. The data support not only from observation during school activities as well interview from the parents and family member. There are three aspect of autonomy that been highlight during the observation and collects data, which is cognitive, affective and psychomotor aspects. These aspects have to shown in daily basis activities and student conduct in one week. Each student shown most of the aspects during activity, however it did not found every day. There are several times that it does not show or on and off period. Through this data, interview is taken to find the other aspects that influence this data. There are external aspects such as home environment and modelling that leads to this data. Keywords: Autonomy, Early Childhood Abstract Penelitian berikut dilakukan untuk melihat gambaran seberapa banyak anak usia dini yang telah menunjukkan kemandirian dalam keseharian saat berada di sekolah. Adapun sampel yang diambil adalah anak usia dini dari Sekolah Mutiara Nusantara dan diambil populasi sebanyak 30 siswa. Dari hasil observasi dan juga kuesioner tentang kemandirian yang diisi oleh guru Sekolah Mutiara Nusantara maka diperoleh bahwa sebagian besar anak usia dini tersebut berada dalam taraf menengah kemandiriannya. Data tersebut didukung tidak hanya dari pengamatan sepanjang aktivitas yang dilakukan di sekolah namun juga di dapat dari hasil wawancara dari orang tua murid dan anggota keluarganya. Terdapat tiga aspek dari kemandirian yang ditekankan sepanjang melakukan pengamatan dan pengumpulan data, yaitu aspek kognitif, aspek afektif/emosional, dan aspek psikomotor. Aspek tersebut harus dapat ditunjukkan oleh anak dalam kesehariannya, namun dari data diperoleh bahwa aspek tersebut tidak muncul setiap hari. Terdapat beberapa waktu dimana aspek tersebut tidak muncul atau bisa disebut periode on dan off. Melalui data tersebut, dilakukan interview untuk dapat menggali lebih dalam akan aspek lainnya yang juga dapat mempengaruhi data. Terdapat aspek eksternal seperti lingkungan rumah dan modelling yang terjaring dan menunjang data berikut. Kata Kunci: Kemandirian, anak usia dini.
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Pub Date : 2018-09-30DOI: 10.22460/empowerment.v7i2p20-29.970
A. Kurniawan
Abstract: Interpersonal Communication Strategy for Trainers and Players in Improving the Achievement of UPI Bandung Futsal Team. Interpersonal communication is communication that has a large effect in terms of changing the attitudes and thoughts of others, especially individuals. This is because, usually the parties involved in the communication meet directly, do not use the media in delivering the message so that there is no distance that separates the communicator from the communicant. The diversity of the UPI Bandung Futsal Club players led to the need for an appropriate communication in a training situation and at the time of evaluation after the training of the players. Interpersonal communication is considered necessary to be used and controlled by a trainer in communicating to players during training in the field as well as interactions outside the field. UPI Bandung Futsal Club has three training programs, including strategy training, physical training, and agility training. Good communication will facilitate the process of sending the intended message from the coach, so that if what is instructed from the three training programs by the trainer then performed well by the player. The author chooses the effectiveness of Interpersonal communication between the trainer and the UPI Bandung Futsal Club player, because researchers are interested in the background of the different tribes of players and the players who are women. In addition, an increase in achievement adds to the interest of researchers to find out more about interpersonal communication at the UPI Bandung Futsal Club in improving achievementThis study aims to describe and analyze How Interpersonal Communication Strategies for Trainers and Players Improve UPI Bandung Futsal Team Achievement (Qualitative Study of Teams Putri UPI futsal Bandung). "This research uses descriptive research with a qualitative approach. The focus of the research include: (1) The Role of Interpersonal Communication of Trainers and Players in Improving the Achievement of UPI Bandung Futsal Team (2) Interpersonal Communication Strategy of Trainers and Players in Improving the Achievement of UPI Bandung Futsal Team (3) Results of Interpersonal Communication of Trainers and Players in Improving Team Achievement UPI Bandung Futsal (4) Driving and Inhibiting Factors of Interpersonal Communication Strategy for Trainers and Players in Improving the Achievement of UPI Bandung Futsal Team. The results of this study are the strategies of Interpersonal Communication for Trainers and Players in Improving the Achievement of the UPI Futsal Team in Bandung.
摘要:教练员与球员的人际沟通策略对提高UPI万隆五人制足球队成绩的影响。人际沟通是一种在改变他人，尤其是个人的态度和思想方面有很大影响的沟通。这是因为，通常参与沟通的各方直接会面，不使用媒体来传递信息，因此没有将传播者与传播者分开的距离。UPI万隆五人制足球俱乐部球员的多样性导致在训练情况下和球员训练后评估时需要适当的沟通。人际沟通被认为是教练在训练期间与球员沟通以及在场外互动时必须使用和控制的。合众国际社万隆五人制足球俱乐部有三个训练项目，包括策略训练、体能训练和敏捷训练。良好的沟通将促进教练传达预期信息的过程，这样，如果教练从三个训练计划中得到指示，那么球员就能很好地执行。笔者选择了教练和UPI万隆五人制足球俱乐部球员之间人际沟通的有效性，因为研究人员对不同部落的球员和女性球员的背景感兴趣。此外，成绩的提高也增加了研究者对UPI万隆五人制足球俱乐部人际沟通在提高成绩方面的兴趣。本研究旨在描述和分析教练和球员的人际沟通策略如何提高UPI万隆五人制足球球队的成绩(Qualitative study of Teams Putri UPI五人制足球万隆)。“这项研究采用了定性方法的描述性研究。研究重点包括:(1)教练员与球员人际沟通在提高UPI万隆五人制球队成绩中的作用(2)教练员与球员人际沟通策略在提高UPI万隆五人制球队成绩中的作用(3)教练员与球员人际沟通在提高UPI万隆五人制球队成绩中的作用(4)教练员与球员人际沟通策略在提高UPI成绩中的驱动与抑制因素万隆五人制足球队。本研究的结果是:教练员与球员的人际沟通策略对提高万隆市UPI五人制足球队成绩的影响。
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